Faculty Focus

JANUARY 21, 2025

Trusting students does not mean ignoring accountability; it means designing courses, policies, and practices that build their confidence and skills while treating them as equal partners in their education. Instead, focus on feedback that builds skills, enriches learning, and deepens understanding.

Plagiarism 122

Plagiarism Syllabus Ethics Feedback 122

Faculty Focus

DECEMBER 5, 2024

Access: Building Bridges to Opportunity Accessible Course Design Accessibility in online education goes beyond compliance with legal requirements. It involves designing courses that accommodate diverse learning needs and preferences. These groups can provide a sense of belonging and peer support.

Accessibility 105

Accessibility Disabilities Education Culture 105

Faculty Focus

SEPTEMBER 19, 2023

When developing our institution’s QEP, we had to ensure our assessments aligned with two main categories: formative , which describes tasks or skills that are in process or being formed, and summative , which evaluates the sum total of skills or comprehension achieved. Diagram 2 below describes the distinction. London, UK: Routledge.

Fairness 122

Fairness Instructors Feedback Evaluation 122

Faculty Focus

JUNE 16, 2024

The second domain focuses on making an effort to acknowledge the knowledge, skills, and abilities that team members contribute to improving a process. The first domain is associated with taking a team approach to maintain shared values, engage in ethical conduct, and engage in respect for each other.

Learning 111

Learning Universal Design Course Design Fairness 111

Faculty Focus

JUNE 16, 2024

The second domain focuses on making an effort to acknowledge the knowledge, skills, and abilities that team members contribute to improving a process. The first domain is associated with taking a team approach to maintain shared values, engage in ethical conduct, and engage in respect for each other.

Learning 111

Learning Universal Design Course Design Fairness 111

Faculty Focus

DECEMBER 5, 2024

Access: Building Bridges to Opportunity Accessible Course Design Accessibility in online education goes beyond compliance with legal requirements. It involves designing courses that accommodate diverse learning needs and preferences. These groups can provide a sense of belonging and peer support.

Accessibility 98

Accessibility Disabilities Education Culture 98

Faculty Focus

JULY 7, 2024

The second domain focuses on making an effort to acknowledge the knowledge, skills, and abilities that team members contribute to improving a process. The first domain is associated with taking a team approach to maintain shared values, engage in ethical conduct, and engage in respect for each other.

Learning 111

Learning Universal Design Course Design Fairness 111

Faculty Focus

SEPTEMBER 19, 2023

When developing our institution’s QEP, we had to ensure our assessments aligned with two main categories: formative , which describes tasks or skills that are in process or being formed, and summative , which evaluates the sum total of skills or comprehension achieved. Diagram 2 below describes the distinction. London, UK: Routledge.

Fairness 111

Fairness Instructors Feedback Evaluation 111

Faculty Focus

JANUARY 21, 2025

Trusting students does not mean ignoring accountability; it means designing courses, policies, and practices that build their confidence and skills while treating them as equal partners in their education. Instead, focus on feedback that builds skills, enriches learning, and deepens understanding.

Plagiarism 98

Plagiarism Syllabus Ethics Feedback 98

Faculty Focus

JULY 7, 2024

The second domain focuses on making an effort to acknowledge the knowledge, skills, and abilities that team members contribute to improving a process. The first domain is associated with taking a team approach to maintain shared values, engage in ethical conduct, and engage in respect for each other.

Learning 92

Learning Universal Design Course Design Fairness 92

Faculty Focus

MARCH 4, 2025

This not only bridges the gap between campuses but also fosters teamwork and communication skills (Columbia Center for Teaching and Learning, 2021). These activities not only solidified their knowledge but also honed their communication and teamwork skills. References Beatty, B. EdTech Books.

Teaching 88

Teaching Lecturing Gamification Interdisciplinary 88

Faculty Focus

MARCH 4, 2025

This not only bridges the gap between campuses but also fosters teamwork and communication skills (Columbia Center for Teaching and Learning, 2021). These activities not only solidified their knowledge but also honed their communication and teamwork skills. References Beatty, B. EdTech Books.

Teaching 85

Teaching Lecturing Gamification Interdisciplinary 85

Scholarly Teacher

NOVEMBER 20, 2024

When designing activities and assessments, how can we consider students’ languages and dialects—particularly how these skills may be relevant to their careers after they leave our classrooms? This is key in developing communication skills that will benefit students in their future careers and professional lives. Bernacki, M.,

Teaching 98

Teaching Instructors English Languages 98

Faculty Focus

MARCH 20, 2025

This also led to the point that instructors believed these virtual conversations helped build greater networking skills and they could see that in other areas of the asynchronous aspects of the course. Walton, MS, Professor, Business and IT Department, Purdue University Global teaches undergraduate courses in Management and Marketing.

Student Engagement 94

Student Engagement Instructors Students Feedback 94

Faculty Focus

MARCH 30, 2025

Challenges: Engagement and Skill Development However, AI’s efficacy hinges on student self-regulation, a persistent challenge where developmental courses predominate (Zimmerman, 2002). Hybrid Course Design : AI platforms enable asynchronous lectures, reserving in-person sessions for interaction.

Faculty Development 90

Faculty Development Teaching Instructors Academic Integrity 90

Faculty Focus

MARCH 30, 2025

Challenges: Engagement and Skill Development However, AI’s efficacy hinges on student self-regulation, a persistent challenge where developmental courses predominate (Zimmerman, 2002). Hybrid Course Design : AI platforms enable asynchronous lectures, reserving in-person sessions for interaction.

Faculty Development 84

Faculty Development Teaching Instructors Academic Integrity 84

Faculty Focus

MARCH 20, 2025

This also led to the point that instructors believed these virtual conversations helped build greater networking skills and they could see that in other areas of the asynchronous aspects of the course. Walton, MS, Professor, Business and IT Department, Purdue University Global teaches undergraduate courses in Management and Marketing.

Student Engagement 66

Student Engagement Instructors Students Feedback 66

Faculty Focus

JANUARY 22, 2023

Just as pocket calculators, personal computers, and smartphones have posed threats to students learning math skills, AI (artificial intelligence) seems to be the new tool poised to undermine the use of writing assignments to assess student learning. Peer review. Conduct a peer review and/or class discussion of AI writing.

Assignments 122

Assignments Writing Plagiarism Instructors 122

Faculty Focus

JANUARY 22, 2023

Just as pocket calculators, personal computers, and smartphones have posed threats to students learning math skills, AI (artificial intelligence) seems to be the new tool poised to undermine the use of writing assignments to assess student learning. Peer review. Conduct a peer review and/or class discussion of AI writing.

Assignments 98

Assignments Writing Plagiarism Instructors 98

Faculty Focus

AUGUST 25, 2024

important and/or intriguing content and skills) and engaging activities and assignments. The empathetic course design perspective. Instructors can and should provide teasers for the upcoming big learning moments (e.g., Saucier, Ph.D. Bringing PEACE to support all students. Inside Higher Ed. Retrieved from: [link] Saucier, D.

Syllabus 111

Syllabus Instructors Activities Assignments 111

Faculty Focus

AUGUST 25, 2024

important and/or intriguing content and skills) and engaging activities and assignments. The empathetic course design perspective. Instructors can and should provide teasers for the upcoming big learning moments (e.g., Saucier, Ph.D. Bringing PEACE to support all students. Inside Higher Ed. Retrieved from: [link] Saucier, D.

Syllabus 98

Syllabus Instructors Activities Assignments 98